Development of these field-based experiences and the campus-based learning that precede and follow them relies heavily on a third essential element of the MDP program: the network. #MDP
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The network’s multifaceted role in creating new linkages that foster the movement of knowledge, skills, and approaches to pedagogy make it an asset for the operationalization of the fourth and final essential component, the infusion of practical experience into the classroom.
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Enhancing classroom learning with practical cases and experiences provides a fourth and final fundamental program component, one that specifically targets the curriculum but is substantially influenced by the field practicum and network. #MDPpic.twitter.com/g5VdqjPhWs
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Here, the emphasis lies in blurring the boundaries between classroom learning and practical experience through known and novel approaches.
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General examples include the use of prepared study cases; the use of real-world challenges as the focus for course work, often in close collaboration with professional partners; development of courses that specifically serve to interface with clients through real-world challenges
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and the use of group-based training (or project teams) to mimic the multidisciplinary teams encountered in sustainable development-related fields.
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Moreover, the Commission emphasized that each individual course should, whenever possible, endeavor to link disciplinary knowledge and skills to practical policy, management, and other contemporary sustainable development challenges.
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Master of Development Practice program affiliation is defined and determined by attributes and features held in common, aspects largely covered by the principles and essential components highlighted above and below.
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Each MDP program, however, is unique. Individual programs reside within different departments within their respective academic institutions. Each academic institution is, likewise, situated within a distinct context.
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The Commission report recognized and valued this complex reality, stating that programs may “modify the [program] to incorporate regional focus, to include a discipline-based specialization, or to provide complementary skills training within a specialized program of study.
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Any variation, however, should be anchored in the core competencies” and should adhere to the “essential components,” In other words, variation among MDP programs is both a necessary aspect of program design across place and time and an important part of the original vision.
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In the wake of the 2008 Commission report, an MDP degree program was established at three universities in 2009. This number quickly expanded to 15 programs in 2010.
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Most of the pioneer programs were established with the financial support of a three-year startup grant from the MacArthur Foundation which supported program design, development, and staffing.
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Within three years, the global MDP network boasted 21 programs and, in 2018, 36 programs planned to offer the MDP degree.
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